Focusing on capabilities versus deficits may enhance the play experiences of children with disabilities on the school playground

Sterman, J. J., Naughton, G. A., Bundy, A. C., Froude, E. ., & Villeneuve, M. A. (2020). Is play a choice? Application of the capabilities approach to children with disabilities on the school playground. International Journal of Inclusive Education, 24, 579-596. https://doi.org/http://dx.doi.org/10.1080/13603116.2018.1472819

Two contrasting models shaping decisions about how to support children with disabilities are sometimes referred to as “deficit-based” and “strengths-based.” The deficit-based approach views disadvantaged students and/or children with disabilities as inherently lacking skills needed to succeed in different environments. This approach seeks to remediate or fix children's deficits. The strengths-based approach – also referred to as the “capabilities approach” focuses on individuals' skills and abilities. This approach addresses access to resources and the supportiveness of social, political, and physical environments. This approach also promotes the development of skills needed to function successfully in different environments.

This case study applied the capabilities approach to investigate educator playground decision-making for children with disabilities within one low socioeconomic status and culturally and linguistically diverse community in Australia. Playground observations, document reviews, and interviews with educators served as sources of data. The observations conducted over a period of 14 days focused on the actions and words of school staff and the behaviors of five children (age 5–12) with disabilities. The review of documents focused on how local, state, and national level guidelines addressed school playgrounds. Interviews with nine school staff (teaching assistants, teachers, and vice principal) included questions about their perceptions of children with disabilities and their families, their ideas about choice on the playground, and their role and the role of the environment in supporting outdoor play.

Findings indicated that school staff focused on children's deficits and held lower learning expectations for children with disabilities than their mainstream peers, including play skills. School staff did not appear to view children with disabilities as valuable school community members or playmates. They also seemed to hold a negative view of the children's culture and community. The teaching assistants tended to make playground decisions based on a “mothering” role.  While many of the school staff described the playground as a place where children could make independent decisions, observations indicated that children with disabilities did not have valued play choices. Frequently, when children made choices, they were stopped based on playground rules. The children's behaviors tended to be solitary or involved just one other child.

This case study indicates that educators working from a deficit-based view of children with disabilities – along with school structural factors – can limit children's play capabilities. “Applying the capabilities approach may lead to greater choice through valuing all children as learners, players, and community members; raising play and learning expectations; and creating play spaces that support the play of all children.”

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